TKTWord格式.docx

1、_This question paper consists of 13 printed pages and 3 blank pages._UCLES 2004 Turn over2 For questions 1-7, match the examples of teachers. classroom language with their purpose listed A-H.Mark the correct letter （A-H） on your answer sheet.There is one extra option which you do not need to use.Tea

2、chers. classroom language Purpose1 Listen, I like playing football, repeat everyone, I like playing football.2 Maria . collect the books, please.3 Tell me three adjectives beginning with the letter .C.4 Just listen to how I say it . poTAtoes.5 Okay, discuss it with your partner now, please.6 I.m rea

3、lly full, I.ve just eaten a big lunch. Am I hungry now?7 Let.s have a look. Yes, that.s great. Now try the next one.ABCDEFGHchecking understandingemphasising word stressdrillingchecking instructionsmonitoringelicitingorganising pair worknominating3Turn overFor questions 8-16, match the examples of c

4、lassroom language with the descriptions listed A, B or C.Mark the correct letter （A, B or C） on your answer sheet.DescriptionsA useful classroom language for learnersB language for playing gamesC language for classroom management routinesClassroom language8 Can I borrow your pencil, please?9 It.s yo

5、ur team.s turn.10 Whose turn is it to get the books today? Anna?11 Red group and blue group, work together.12 Can I have a pair of scissors, please?13 What.s the score?14 Sorry I.m late.15 Practise in pairs.16 Miss a turn.4For questions 17-21, read the following instructions which a teacher used wit

6、h adult elementarylearners. Some of these instructions are problematic.Match the instructions with the trainer.s comments listed A-F.Mark the correct letter （A-F） on your answer sheet.Instructions17Imagine you were in a shop and you had decided to buy some chocolates. What do you thinkyou might say?

7、18 Read the text and identify the cohesive devices.19 Look at the text and underline all the verbs.20Why don.t you just get into pairs or a small group, if you like, and discuss a few of the questionsfor a little bit?21 Weren.t you listening? I said exercise three. Don.t waste my time!Trainer.s comm

8、entsA This is a clear instruction for adult elementary learners.B The grammar in this instruction is above elementary level.C Some adult students might find this instruction rude.D This instruction is not well sequenced.E This instruction does not tell students exactly what to do.F Some of the lexis

9、 in this instruction is above elementary level.5For questions 22-27, match what the teacher is doing with the purposes for using the students. firstlanguage listed A, B or C.Purposes for using the students. first languageA CheckingB Explaining proceduresC MotivatingThe teacher is22 asking students t

10、o show they have understood what to do for homework.23 giving individual written feedback to a weak student.24 encouraging elementary students to try new ways of learning.25 telling a large group of teenagers the rules of a game.26 asking students to translate the meaning of new words.27 showing a g

11、roup of beginners exactly how to use the self-access centre.6For questions 28-32, read the conversation between two advanced learners. Answer the questionsabout their use of language by choosing the correct option A, B or C.Cristina: Are you a good sailor? Have you ever been seasick?Raquel: Yeah, I

12、have been seasick, once. Actually, I . line 2 Was that on a long journey? Yeah. In fact I.m quite a good traveller normally. But ther was erm . er . not on along journey, no, sorry. It was about only 30 kilometres. And erm, coming . on theway back, it was a very small boat, and it was very hot, and

13、me and the rest of myfamily were on the very . in the inside of the boat. And it was just like being in a . ona cork, carried by water. And my brother started first, and then everyone startedfeeling sick.line 4 line 5 line 8 Oh, terrible. line 10 It was horrible. line 1128 Why does Raquel stop after

14、 saying .Actually I .? （line 2）A She can.t remember the right word.B She hasn.t understood the question.C She is suddenly interrupted by Cristina.29 Why does Raquel say .Yeah. at the beginning of line 4?A to show that she heard Cristina.s questionB to ask for the question to be repeatedC to show she

15、 is unsure about her answer30 Why does Raquel use .In fact. ? （line 4）A She.s introducing a contrast with what she said earlier.B She.s correcting what Cristina said.C She.s giving herself some time to think.31 The many uses of .and. in lines 5-8 in Raquel.s storyA summarise Raquel.s ideas.B repeat

16、what happened in the story.C mark each stage of the story.32 The adjectives .terrible. and .horrible. （lines 10 and 11） show that Raquel and Cristina bothA dislike the way Raquel told the story.B have the same reaction.C have had a similar experience.7For questions 33-40, match the circled mistakes

17、with the types of mistake listed A-I.Mark the correct letter （A-I） on your answer sheet.Circled mistakes Types of mistake33 The weather in London is badder than the weather in Tokyo.34 The teacher made me to stay in school after class.35 What you doing this weekend?36 I go to the cinema last week.37

18、 He worked very hardly to finish the project.38 Don.t blame you. It.s not your fault.39 She in summer goes to the seaside every year.40 They.ve been away since a long time.Iwrong tensewrong infinitive formwrong prepositionwrong adverb formwrong comparative formwrong word ordermissing auxiliary verbm

19、issing prepositionwrong pronoun8For questions 41-49, match the teacher activities with the teacher roles listed A, B, C or D.Mark the correct letter （A, B, C or D） on your answer sheet.You need to use the options more than once.Teacher rolesA MANAGER （manages students and activities during class tim

20、e）B PLANNER （chooses materials and/or methodology before the course or lesson）C PROVIDER （gives expert information about target language）D DIAGNOSTICIAN （finds out the needs and interests of students）41 The teacher puts the students into groups of three for a role-play.42 The teacher asks a noisy st

21、udent to speak more quietly.43 The teacher invites students to suggest topics for course content.44While students write a story, the teacher walks round the class helping students who makeerrors or ask for new words.45 The teacher asks students to brainstorm crime vocabulary to identify gaps in thei

22、r knowledge.46 The teacher introduces the present perfect continuous.47 The teacher decides which coursebook activities will fit into the time available for the lesson.48 The teacher finds a video to fit into the topic of the unit.49The teacher gives students a questionnaire in order to find out mor

23、e about their learningstyles and preferences.9For questions 50-55, choose the correct option about ways of grouping students.50 It is a good idea to group less able students together so thatA they feel more comfortable when speaking.B they do not dominate other students.C they can work at a faster p

24、ace.51 Group work is useful because itA reduces teacher talking time.B improves class discipline.C makes all students work as hard as they can.52 In mixed ability classes, using group workA helps to identify weaker students.B means the teacher can give attention to all students.C encourages students

25、 to help one another.53 Pairwork activities aim to encourage studentsA to work independently of the teacher.B to assess their own progress.C to develop language awareness.54 If a teacher wants to assess students. written work, it.s best to doA group work.B individual work.C mingling activities.55 If

26、 a teacher wants to control what the students do as much as possible, it.s best to doA pairwork.B team activities.C whole class work.10For questions 56-63, match the classroom management strategies with the problems of pair or groupwork listed A, B or C.Mark the correct letter （A, B, or C） on your a

27、nswer sheet.Problems of pair or group workIn pair or groupwork.A some students misbehave.B the students use L1 too much.C some students always dominate.Classroom management strategies56 Plan extra activities for students who may finish before the others.57 Make sure students know the language they need to complete tasks.58 Change to calmer, individual activities.59 Arrange groups more c